Concept maps are powerful tools used to reveal challenges in students’ learning. However, their use introduces complexities when a large group of students’ conceptualizations need to be examined. In this study, concept maps of 344 general chemistry students were analyzed after grouping them based on achievement in chemistry, math proficiency, and gender. The analysis was also expanded with the consideration of eccentricity values and the extended chemistry triplet. Although some similarities exist between the map of high-achieving students in chemistry and that of high-performing students in the Mathematics Placement Test (MPT), the calculated eccentricity values show interesting variations. On the other hand, the analysis of the map of the low-performing students in MPT and that of low-achieving students in chemistry revealed no clear patterns of symbolic, macroscopic, and submicroscopic terms. Practical suggestions were included to increase the use of representative maps in different assessment and teaching scenarios.
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